ASD ASD Communication and Language Development 3

Question 1

Prosody impairments in ASD often manifest as which of the following speech characteristics?

Accepted Answer

Unusual tone, rhythm, or intonation patterns (e.g., monotone or overly formal speech)

Answer

Stutter or stammer on initial consonants

Answer

Inability to produce vowel sounds

Answer

Loss of previously acquired speech sounds

Question 2

Minimally verbal children with ASD benefit MOST from communication interventions that prioritize:

Accepted Answer

Building functional communication using any modality (verbal, AAC, gesture) the child can access

Answer

Eliminating all prompts immediately to encourage spontaneous speech

Answer

Withholding reinforcement until verbal output is produced

Answer

Focusing exclusively on receptive language before any expressive goals

Question 3

Aided Language Stimulation (ALS) involves which therapeutic technique?

Accepted Answer

The communication partner pointing to symbols on the AAC device while speaking to model language use

Answer

Prompting the client to point to symbols on their AAC device during instruction

Answer

Using physical guidance to move the client's hand to symbols

Answer

Programming the AAC device to speak autonomously without user input

Question 4

Selective mutism in ASD is BEST differentiated from primary ASD communication deficits by:

Accepted Answer

Speech being absent in specific social situations but present in others (anxiety-driven selectivity)

Answer

The presence of consistent non-verbal communication across all settings

Answer

An inability to produce any verbal speech regardless of context

Answer

The child's refusal to use AAC devices in any setting

Question 5

Reciprocal conversation skills are MOST challenging for many individuals with ASD due to difficulty with which skill set?

Accepted Answer

Perspective-taking, topic maintenance, and repair of communication breakdowns

Answer

Phonological awareness and decoding

Answer

Expressive vocabulary and word retrieval

Answer

Reading non-verbal cues from text-based communication

Question 6

In a school IEP for a student with ASD, speech-language goals targeting pragmatic language should be written to address:

Accepted Answer

Functional use of language in social contexts, such as initiating, maintaining, and ending conversations

Answer

Correct articulation of all English phonemes

Answer

Silent reading fluency and comprehension

Answer

Grammatical accuracy in writing assignments